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Approaches Flashcards

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1
Q

Definition of psychodynamic approach

A

Any theory that emphasises individual change + development

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2
Q

Freud’s role

A

Argued that behaviour is due to psychological factors (mind) and developed psychoanalysis

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3
Q

Psychoanalysis

A

Talking therapy dealing with conflicts of the mind. Once resolved, individual ‘mentally healthy’

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4
Q

Unconscious mind

A

Freud argued :
- aware of conscious mind (top of iceberg)
- mind mostly made up of unconscious mind + unaware of, controls everyday action
- UM thought to be shown in behaviour + contains threatening/disturbing memories been repressed (forgotten about)

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5
Q

Tripartite system

A

The ID
The Ego
The Superego

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6
Q

The ID

A
  • Primitive part of personality
  • Present at birth + formed at 18 mths
  • Operates on pleasure principle (selfish+needs instant gratification of needs)
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7
Q

The Ego

A
  • Develop between 18 mths - 3 yrs
  • Operates on reality principle
  • Mediator between ID and Superego (reduce conflict of demands ID Superego)
  • Defence mechanism ( ego protection to prevent nether force is dominant)
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8
Q

The Superego

A
  • internalised sense of right/wrong
  • develops between 3-6 yrs (formed at end of phallic stage)
  • operates on morality principle ( represents moral standard of child’s same sex parent + punished the ego for wrongdoing)
  • strives for ego ideal (determined by strict parenting)
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9
Q

Defense Mechanisms (job)

A
  • distort reality to reduce anxiety ( as it weakens ego = can’t meditate between ID and Superego)
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10
Q

3 Defence Mechanisms

A

Repression - blocking unpleasant memory
Denial - Refusal to accept reality
Displacement - redirecting emotions onto neutral objects/people

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11
Q

Psychosexual stages

A
  • instincts control UM = dictating stages we experience
  • Underlying drive is sexual (pleasure comes from the release of the tension due to the build-up of sexual energy)
  • the stage controls what pleasure is manifested
  • strict parenting vs overindulgence in each stage can cause fixation
  • each stage has a conflict child must resolve to progress successfully to next stage (if unresolved, child is ‘stuck’ in s stage, leading to certain behaviors and conflicts from stage carried to adult life)
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11
Q

Opedius Complex

A
  • Phallic stage - boys develop incestuous feelings to mother and murderous hatred to mother’s rival in love (father)
  • fear of father castrating them, boys repress feelings to mother + identify with gather, taking on gender role and moral values
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12
Q

Electra Complex

A
  • Penis envy - desire their father as penis is primary love object and hate mother
  • give up desire for father over time and place with desire with one for baby, identifying with mother in process
    (Freud less clear on girl process)
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13
Q

Psychodynamic Approach - Evaluation (Determnistic)

A

P - PA is deterministic
E - s all human behav caused by unconscious conflicts - can’t be controlled
E - removes notion of free will = s people don’t have choice over behav
I - against beliefs widely held about decisions indvid make + may mean people aren’t accountable for behav as society would like them to be

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14
Q

Psychodynamic Approach Evaluation ( falsified)

A

P - PA can’t be falsified
E - Eg ID and Opedius complex said to occur at unconscious level = difficult to test
E - means PA classed as pseudoscience
I - reduces credibility to explain human behav

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15
Q

Psychodynamic Approach Evaluation (Research Methods)

A

P - RM can be criticised
E - F’s theory based on intensive study of single indiv (Little Hans) in therapy
E - questions accuracy of theory + approach = findings from case studies cant be applied to everyone
I - limits useful of PA to explain human behav

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16
Q

Behaviourist Approach Defintion

A

A way to explain behav in terms of what is observable + in terms of learning

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17
Q

Classic conditioning

A

Learnt by association - 2 stimuli constantly paired ( UCS and new NS - NS soon produce same response as UCS alone)

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18
Q

Operant conditioning

A

Learnt by reinforcement- behav shaped + maintained by consequence ( positive/negative reinforcement)

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19
Q

Reinforcement

A

Consequence of behav increasing likelihood of behaviour being repeated (pos/neg)

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20
Q

Behaviourist assumptions

A
  • behav learnt from experience ( humans r ‘tabular rasa’ + learn from classical/ operant conditioning)
  • interested in studying behav can be observed/measured
  • lab exper to try gain more control + objectivity in research
  • basic processes govern learning r same in all species ( human can replace animal testing)
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21
Q

Operant Conditioning - 3 consequences

A

Pos reinforcement- reward after certain behav performed
Neg reinforcement- avoidance of unpleasant stimuli viewed as punishment
Punishment- unpleasant consequence of behav

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22
Q

UCS

A

Stimuli cause reflex/natural response before conditions

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23
Q

UCR

A

Innate reflexive to stimuli - not conditioned

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24
Q

NS

A

No response by stimuli alone

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25
Q

CS

A

From NS + after repeated paring with UCS produce CS when NS alone

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26
Q

CR

A

Reflexive response occurred after exposure to CS

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27
Q

Behaviourist Approach Evaluation ( Ethical issues)

A

P - EI with using animals in research
E - Skinner exposed animials to stressful/adverse condition (giving shocks)
E - not protecting from harm (against ethical guidelines)
I - harm may not be necessary as some psychs argue can’t generalise finding from animal research = humans may learn + respond to conditioning different

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28
Q

Behaviourist Approach Evaluation (deterministic)

A

P - highly deterministic
E - s all actions r determined by past experiences that have been conditioned
E - ignored possible influence free will may have on behav
I - problematic = s people rnt responsible for their behav

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29
Q

Behaviourist Approach Evaluation (scientific credibility)

A

P - scientific credibility
E - brought language + methods of natural science to psych + focused on measurement of observable behav
E - meant research was objective + could be replicated
I - as result, approach was hugely influential in development of psych as scientific discipline

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30
Q

Social Learning Theory

A

A way of explaining including both direct and indirect reinforcement, combining learning theory with role of cognitive factors

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31
Q

imitiation

A

copying other’s behaviour

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32
Q

Role Model

A

Observer associates themselves with role model and wants to be like role model

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33
Q

Modelling

A

Imitating behav of role model/ modelling precise demonstration of specific behav might be imitated by observer

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34
Q

Meditational processes

A

cognitive factors

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35
Q

Retention

A

how well behav is remembered

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36
Q

Attention

A

extent to which certain behv r noticed

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37
Q

Motor reproduction

A

Ability of observer to peform behav

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38
Q

Motivation

A

will to peform behav, often determined by if behav is rewarded/punished

39
Q

Vicarious reinforcement

A

Reinforcement - isn’t directly experienced but occurs thro observing someone else being reinforced for behav

40
Q

SLT assumptions

A
  • behav learnt from envir
  • behav learnt directly thro operant/classical conditioning others + indirectly thro observing others
41
Q

To learn form role model to occur, observer must

A
  • Pay attention to behav
  • must retain behav
  • behav must be able to be reproduced by observer
  • must be motivateed to perform behav based on vicarious reinforcement
42
Q

Bandura’s experiment

A

Aim- demonstrated aggression can be learnt thro modelling
Method - 72 kids (3-6yrs) put in 1/3 group for 10 min with equal n.o of boys/girls, half saw male model + other half saw female model.
Aggressive model - adult hit + shouted at doll when playing
Non-aggressive model - adult played quietly when playing
Control - didn’t see a model
Later observed child alone in room for 20 min with aggressive/non-aggressive toys with doll
Results- kids with agress model = < agress acts than other groups, boys imitated same-sex models more than girls, girls imitate < physical agress when seeing male models
Conclusion - agress can be learnt tho modelling

43
Q

SLT evaluation (Comprehensive expla )

A

P - more comprehensive expla of human learning
E - =recogises role of mediational processes
E - earlier LT (e.g behaviorism) criticized for failing to acknowledge role of these processes, espe in human learning
I - therefore less reductionist view of behav

44
Q

SLT Evaluation (Ignores biological factors)

A

P - underestimates influence of biological factors on learning
E - consistent finding in bandura’s research was boys < agress than girls despite specifics of experimental situation
E - explained by hormonal factors like higher levels of testosterone in boys - not accounting in SLT
I- reduces validity of research, limits evidence supporting approach

45
Q

SLT Evaluation (Lab study over reliance)

A

P - over-reliance on lab studies to provide support for research
E - In B’s experiments kids observed in control setting so many responded to demand characteristics (doll is meant to bounce back once struck)
E - Children may be doing what they believed was expected of them
I - research tells little of how kids learn agress in everyday life, limiting applicability of approach

46
Q

Wundht

A
  • father of psychology (moved broader
    philisophical roots to modern scientific psych)
  • first psychology lab in germany 1870
  • promoted use of introsepction to study mental processes
  • def introspection
  • experience analysed in terms of component terms
  • work paved way for later controlled research + study of mental processes for cognitive psych
47
Q

Introspection

A

1st systematic experimental attempt to study mind by breaking conscious awareness into basic structures of thoughts, images and sensations

48
Q

Wundht evaluation ( scientific methods)

A

P - methods scientific
E - e.g recorded introspec on controlled lab envir with same stimulis + standardised procedure so all particp got same info + testing
E - can be argued not = w relied on partic self report private mental processes = subjective + not reveal some thoughts = doesnt meet scientific enquiry criteria

49
Q

Wundht evaluation (important contribu)

A

P - paved for layer controlled research
E - e.g introspec lef to mental processes study by cogn psych and cog neuroscience leading disciples in psych present
E - great contribution to psych now + increases reliability and shows applicability to real life

50
Q

Psychology def

A

Scientific study of human midn and functions, espec functions affecting behav in certain context

51
Q

Science def

A

Way to acquire knowle thro systematic + objective investig = aim to discover general lawss

52
Q

Watson

A
  • Criticised intro for subjectivity as difficult to establish general princi
  • restricting itself only to studying phenomenon that’s measured + observed
  • scientific processes ( e.g lab exper with control, reliabilith and validity)
53
Q

Cognitive approach

A

Focused on how mental processes like thoughts impact behav

54
Q

Internal mental processes

A

Private operations of mind like attention that mediates between stimuls snd response

55
Q

Schema

A

Mental framework of beliefs + explanations influence cognitive processing - developed from experience (organise + interpret info in brain)

56
Q

Inferences

A

Cognitive psychs draw conclusions about way mental processes operate on basis of observed behav

57
Q

Cognitive neuroscience

A

Scientific study of biological structures underpinning cognitive processes

58
Q

CA assumptions

A
  • mind actively processes info from senses
  • internal mental processes can, shoudl be studied scientifically
  • meditational processes occur between stimulus and response (between mind input and ouput of human behav)
  • humans r info processes = resemble computers (info transformed, stored + retrieved from mem)
59
Q

Role of schema

A
  • more detailed + sophisticated with age
  • shortcut interpreting large amounts of info = prevent being overwhelming by environmental stimuli - lead to perceptual errors and stereotypes as assumptions bout people based on incomplete info as schema distort interpret of sensory info
60
Q

Models + cognitive processing

A

Develop model to study internal process
- theoretical models suggest info flows thro sequence of stages including input, storage + retrieval (MSM)
- computer models =computer programme imitating human mind ( to test whether ideas about info processing is correct) - useful in development artificial intelligence

61
Q

Emergence of cognitive neuroscience

A
  • neuroscientist study living brain using brain imaging tech like PET (help psychs understand neurologisal basis of
    mental processing)
  • focus of CN expands to include computer generate models designed to read brain = led to brain fingerprinting
  • predicted to be used to analyse brain wave patterns of eyewitnesses to detect lies
62
Q

Cognitive approach (scientific methods)

A

P - CA employs highly confolled + rigorous study methods allow psychs infer cogn process that work
E - methods like lab exper = reliable + objective data (Petrerson x2 - memory duration)
E - high level artificiality = controlled extranous variables. Specific data, can be replicated
I - valid data + trusted, increase support of CA

63
Q

Cognitive approach (appliaction to everyday life)

A

P - difficult to apply research to everyday life
E - making inferences about cog process involves some degree of subj judgement of abstarct concept + exper with artifical stimuli
E - approach’s reseach lack external validity
I - research limits usefulness of CA

64
Q

Cognitive approach (treatment application)

A

P - used in physiological disorder treatment
E - explain why some more vulnerable ti depression than others - person’s congitions cause it
E - led to development of succesful treatment (CBT)
I - CA improved lives of many suffering from illness e.g depression

65
Q

Biological approach

A

View emphasising importance of physical body processes e.g genetic heritance

66
Q

Genes

A
  • Make chromosomes + consist of DNA (codes physical features of organism + psychological feautures)
  • Transmitted from parents to offspring
67
Q

Biological structure

A

Arrangement of parts to form organ, system or living thing

68
Q

Neurochemistry

A

Relating to chemicals in brain to regulate psychological functioning

69
Q

Genotype

A

Particular set of genes a person possesses

70
Q

Phenotype

A

Characteristics of indiv determined by both genes + envir

71
Q

Evolution

A

Changes in inherited characteristics in biological popul over successive generations

72
Q

Biological approach assumptions

A
  • everything psychological is biological = understand human behav, first look at biological process + structures
  • mind lives in brain so thoughts etc have physical basis
73
Q

Why is there never 100% concordance rates ?

A

No behav purely due to genetic - always has some element of environ involved

74
Q

If mz twins have hugher concorsance rates than DZ..,,

A

Suggest characteristics investigated have genetic basis

75
Q

What r mz and dz twins

A

Mz - identical
Dz - non identical

76
Q

Concordance rates

A

Extent to whcih same characteristics r shared between people

77
Q

Shred DNA of parents, siblings, DZ and MZ

A

Parents, siblings and DZ= 50%
MZ = 100%

78
Q

Natural selection

A

Any genetically determined behav enhances as indiv’s survival + reproduction continue in further gener (traits r advantageous) - biologial psychs interested in innate human behav + cause of evolution of them in humans

79
Q

Twin studies on genes

A

Determine likelyhood that certain traits have genetic basis by comparing concordance rates

80
Q

Biological approahc evaluation (scientific methods)

A

P - use scientific methods
E - uses experimental methods as main method of investi ( involves highly controlled + sophisticated imaging + recording techniques , inclduing PET scans)
E - experimental studes easy to replicate = consistent results so validty to original findings if reproduced

81
Q

Biological approach (reductionist)

A

P - limitation is reductionist
E - explains behav due to genes, hormo + neurotransmitters but ignores congitive + environment factors
E - e.g BA explains OCD due to low levels of serotonin only
E - other factors contribute to OCD and biological factors don’t consider them

82
Q

Biological evaluation ( casual conclusions)

A

P - BA imply causal conclusions when findings based on correlations
E - explains mental illnesses causes like OCD thro defiency in certain brian neurotransmitters as drugs increase/decrease neurotransmitter , reducing symptoms in sufferer
E - discovering association doesn’t mean 1 of 2 factors are caused by other
I - limits approach due to decreased validity

83
Q

Humansim

A

Undertsanding behav emphasising importance of subjective experience + each person’s capaicty for self determination

84
Q

Humanism beleives humans r

A

Active agents with abiligty to determine own development (free will)

85
Q

Humanism assumptions

A

Reject scientific models + attempt to establish general principles of human behav

86
Q

Self actualisation

A

Desire to grow psychologically + fulfill onez’s potential

87
Q

Hierarchy of Needs

A

Basic needs before higher psychological needs can be ahcieved
1. Physiological needs ( food, water, oxygen)
2. Safety needs ( security, protection, stability)
3. Belonging needs (family, friends, love, partners)
4. Self esteem ( self repsect, status, perception of ability)
5. Self actualisaion (realising full potential)

88
Q

Congruence

A

Self concept + ideal self broadly match

89
Q

Conditins of worth

A

Parents places ljmits/boundaries on love for kids

90
Q

Roger argues…

A
  • personal growth achieved once congruence achieved (ideal self = sef image)
  • < big gap between 2 selves, incongruence state + self actualision not possible = neg feelings of self worth arise from incongruence
  • issues of low self esteem on adults rooted from childhood thro lack of unconditional pos regard
91
Q

Client centred therapy

A
  • reduce gap between self concept + ideal self
  • indiv expert of own conditons
  • non directive = client encouraged to discover own solution with theraputic atmosphere of support + non judgment
  • increase persons feeling of self worth, reduce incongruence + helo person be more fully functioning person
92
Q

Rogerian therapist must provide client with 3 things :

A
  • genuineness, empathy, unconditional pos regard
93
Q

Humanism evaluation (holist)

A

P - reject any attempt to break behav + experience into smaller component
E - advocate hoism (idea that subj experience only understood by considering whole person
E - may have < validity than alternatives by considering meaningful humman behav wihtin its real life contexts
I - increases applicability

94
Q

Humanism evaluation (untestable concepts)

A

P- humanist psyhc includes n.o of vague abstract ideas = difficult to test
E - concepst like self actualisation useful therapeutic tools but prove problematic to assess under experimental conditions
E - approach anti-scientific, humanist psych short on empirical evidence to support claims
I - reduces validity

95
Q

Humanist evaluation (cultural bias)

A

P - many ideas central to humanist psych like indiv freedom more readily associated with individualist cultures
E - collectivist cultures like india, emphasising needs of groups, community + interdependence, may not identify easily
with ideal + values of humanistic psych
E - possible that approach is product of cultural context within, which it was developed + not generalisable to other cultures
I - reduces of applicability of approach

96
Q

Schema in babies + adults

A

Adults - mental representations of everything they experienced
Babies- simple motor Chema for innate behav like sucking

Psychology (10 decks)

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